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ANSWERS FOR HEALTH AND SOCIAL CARE

Care Certificate and Levels 2, 3 & 5 Diploma/NVQ in Care Answers

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DSDWEB provides free study guides for the care workforce to improve the standard of care across the sector and enable positive outcomes for the individuals that they support. Find out more about our history, values and principles here.

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CARE CERTIFICATE ANSWERS

Standard 1: Understand Your Role

Describe Your Main Duties & Responsibilities
1.1b List the standards, codes of conduct and practices that relate to your role
1.1c Demonstrate that you are working in accordance with the agreed ways of working with your employer
Explain how your previous experiences, attitudes and beliefs may affect the way you work
Describe your employment rights and responsibilities
List the aims, objectives and values of the service in which you work
Explain why it is important to work in ways that are agreed with your employer
Demonstrate how to access full and up to date details of agreed ways of working that are relevant to your role
Explain how and when to escalate any concerns you might have (whistleblowing)
Explain why it is important to be honest and identify where errors may have occurred and to tell the appropriate person
Describe your responsibilities to the individuals you support
1.3b Explain how a working relationship is different from a personal relationship
1.3c Describe different working relationships in health and social care settings
Explain why it is important to work in teams and in partnership with others
1.4b Explain why it is important to work in partnership with key people, advocates and others who are significant to an individual
Demonstrate behaviours, attitudes and ways of working that can help improve partnership working
Demonstrate how and when to access support and advice about partnership working and resolving conflicts

Standard 2: Your Personal Development

2.1a Identify sources of support for their own learning and development
2.1b Describe the process for agreeing a personal development plan and who should be involved
2.1c Explain why feedback from others is important in helping to develop and improve the way they work
2.1d Contribute to drawing up own personal development plan
2.1e Agree a personal development plan
Describe the functional level of literacy, numeracy and communication skills necessary to carry out their role and explain how to check their own level
2.2b Explain how to check their current level of literacy, numeracy and communication skills
2.2c Describe how a learning activity has improved their own knowledge, skills and understanding
2.2d Describe how reflecting on a situation has improved their own knowledge, skills and understanding
2.2e Describe how feedback from others has developed their own knowledge, skills and understanding
2.2f Demonstrate how to measure their own knowledge, performance and understanding against relevant standards
2.2g List the learning opportunities available to them and how they can use them to improve the way they work
2.2h Demonstrate how to record progress in relation to their personal development
Explain why continuing professional development is important

Standard 3: Duty of Care

What are Duty of Care and Duty of Candour how do they affect your role as a care worker?
How to address and manage dilemmas between duty of care and an individual's rights
How To Manage Comments and Complaints Effectively
How to deal with adverse events, incidents, errors and near-misses in care settings
How to deal with confrontation and difficult situations

Standard 4: Equality and Diversity

4.1a Explain what is meant by: diversity, equality, inclusion, discrimination
4.1b Describe ways in which discrimination may deliberately or inadvertently occur in the work setting
4.1c Explain how practices that support equality and inclusion reduce the likelihood of discrimination
4.2a Identify which legislation and codes of practice relating to equality, diversity and discrimination apply to their own role
4.2b Demonstrate interaction with individuals that respects their beliefs, culture, values and preferences
4.2c Describe how to challenge discrimination in a way that encourages positive change
4.3a Identify a range of sources of information, advice and support about diversity, equality and inclusion
4.3b Describe how and when to access information, advice and support about diversity, equality and inclusion
4.3c Explain who to ask for advice and support about equality and inclusion

Standard 5: Work in a Person-Centred Way

5.1a Describe how to put person-centred values into practice in their day-to-day work
5.1b Describe why it is important to work in a way that promotes person centred values when providing support to individuals
5.1c Identify ways to promote dignity in their day-to-day work
5.2a Describe the importance of finding out the history, preferences, wishes and needs of the individual
5.2b Explain why the changing needs of an individual must be reflected in their care and/or support plan
5.2c Explain the importance of supporting individuals to plan for their future wellbeing and fulfilment, including end-of-life care
5.3a Take appropriate steps to remove or minimise the environmental factors causing the discomfort or distress. This could include: Lighting, Noise, Temperature, Unpleasant odours
5.3b Report any concerns they have to the relevant person. This could include: Senior member of staff, Carer, Family member
5.4a Raise any concerns directly with the individual concerned
5.4b Raise any concern with their supervisor/ manager
5.4c Raise any concerns via other channels or systems e.g. at team meetings
5.5a Ensure that where individuals have restricted movement or mobility that they are comfortable.
5.5b Recognise the signs that an individual is in pain or discomfort. This could include: Verbal reporting from the individual, Non-verbal communication, Changes in behaviour
5.5c Take appropriate action where there is pain or discomfort. This could include: Re-positioning, Reporting to a more senior member of staff, Giving prescribed pain relief medication, Ensure equipment or medical devices are working properly or in the correct position e.g. wheelchairs, prosthetics, catheter tubes
5.5d Remove or minimise any environmental factors causing pain or discomfort. These could include: Wet or soiled clothing or bed linen, Poorly positioned lighting, Noise
5.6a Explain how individual identity and self-esteem are linked to emotional and spiritual wellbeing
5.6b Demonstrate that their own attitudes and behaviours promote emotional and spiritual wellbeing
5.6c Support and encourage individuals own sense of identity and self-esteem
5.6d Report any concerns about the individual’s emotional and spiritual wellbeing to the appropriate person. This could include: Senior member of staff, Carer, Family member
5.7a Demonstrate that their actions promote person centred values including: individuality, independence, privacy, partnership, choice, dignity, respect, rights

Standard 6: Communication

6.1a Describe the different ways that people communicate
6.1b Describe how communication affects relationships at work
6.1c Describe why it is important to observe and be receptive to an individual’s reactions when communicating with them
6.2a Describe how to establish an individual’s communication and language needs, wishes and preferences
6.2b List a range of communication methods and styles that could help meet an individual’s communication needs, wishes and preferences
6.3a List barriers to effective communication
6.3b Describe ways to reduce barriers to effective communication
6.3c Describe how to check whether they (the HCSW/ASCW) have been understood
6.3d Describe where to find information and support or services, to help them communicate more effectively
6.4a Describe what confidentiality means in relation to their role
6.4b List any legislation and agreed ways of working to maintain confidentiality in day-to-day communication
6.4c Describe situations where information, normally considered to be confidential, might need to be passed on
6.4d Describe who they should ask for advice and support about confidentiality

Standard 7: Privacy and Dignity

7.1a Describe what is meant by privacy and dignity
7.1b List situations where an individual’s privacy and dignity could be compromised
7.1c Describe how to maintain privacy and dignity in the work setting
7.2a Demonstrate that their actions maintain the privacy of the individual.
7.2b Demonstrate that the privacy and dignity of the individual is maintained at all times being in line with the person’s individual needs and preferences when providing personal care.
7.2c Explain why it is important not to disclose anything about the individual that they may wish to be kept private, unless it is appropriate to do so
7.2d Report any concerns they have to the relevant person. This could include: Senior member of staff, Carer, Family member
7.3a Describe ways of helping individuals to make informed choices
7.3b Explain how risk assessment processes can be used to support the right of individuals to make their own decisions
7.3c Explain why personal views must not influence an individual’s own choices or decision
7.3d Describe why there may be times when they need to support an individual to question or challenge decisions made about them by others
7.4a Demonstrate how to support individuals to make informed choices
7.4b Ensure any risk assessment processes are used to support the right of individuals to make their own decisions
7.4c Ensure their own personal views do not influence an individual’s own choices or decisions
7.4d Describe how to report any concerns they have to the relevant person. This could include: Senior member of staff, Carer, Family member
7.5a Describe the importance of how valuing people contributes to active participation
7.5b Explain how to enable individuals to make informed choices about their lives
7.5c List other ways they can support active participation
7.5d Describe the importance of enabling individuals to develop skills in self-care and to maintain their own network of friends within their community
7.6a Demonstrate that they can support the active participation of individuals in their care
7.6b Reflect on how their own personal views could restrict the individual’s ability to actively participate in their care
7.6c Report any concerns to the relevant person. This could include: Senior member of staff, Carer, Family member

Standard 8: Fluids and Nutrition

8.1a Describe the importance of food safety, including hygiene, in the preparation and handling of food
8.1b Explain the importance of good nutrition and hydration in maintaining health and wellbeing
8.1c List signs and symptoms of poor nutrition and hydration
8.1d Explain how to promote adequate nutrition and hydration
8.2a Ensure drinks are within reach of those that have restrictions on their movement/ mobility
8.2b Ensure that drinks are refreshed on a regular basis
8.2c Ensure that individuals are offered drinks in accordance with their plan of care
8.2d Support and encourage individuals to drink in accordance with their plan of care
8.2e Know how to report any concerns to the relevant person. This could include: Senior member of staff, Carer, Family member
8.3a Ensure any nutritional products are within reach of those that have restrictions on their movement/ mobility
8.3b Ensure food is provided at the appropriate temperature and in accordance with the plan of care i.e. the individual is able to eat it
8.3c Ensure that appropriate utensils are available to enable the individual to meet their nutritional needs as independently as possible
8.3d Support and encourage individuals to eat in accordance with their plan of care
8.3e Know how to report any concerns to the relevant person. This could include: Senior member of staff, Carer, Family member

Standard 9: Awareness of Mental Health, Dementia and Learning Disability

9.1a. List how someone may feel if they have: 1. Mental health conditions such as: Psychosis, Depression and Anxiety 2. Dementia 3. Learning Disabilities
9.1b. Explain how these conditions may influence a person’s needs in relation to the care that they may require.
9.1c. Explain why it is important to understand that the causes and support needs are different for people with mental health conditions, dementia and learning disabilities.
9.2a. Explain how positive attitudes towards those with mental health conditions, dementia or learning disabilities will improve the care and support they receive
9.2b. Describe the social model of disability and how it underpins positive attitudes towards disability and involving people in their own care
9.3a. Describe what adjustments might need to be made to the way care is provided if someone has 1. A mental health condition such as: Psychosis, Depression and Anxiety 2. Dementia 3. Learning Disabilities
9.3b. Describe how to report concerns associated with any unmet needs which may arise from mental health conditions, dementia or learning disability through agreed ways of working.
9.4a. Explain why early detection of mental health needs, dementia or learning disability is important
9.4b. Give examples of how and why adjustments to care and support might need to be made when a mental health condition, dementia or learning disability is identified.
9.5a List the main requirements of legislation and policies that are designed to promote the human rights, inclusion, equal life chances and citizenship of individuals with mental health conditions, dementia or learning disabilities
9.5b Explain how the legislation and policies listed may affect the day to day experiences of individuals with mental health needs, dementia or learning disabilities and their families
9.6a Explain what is meant by the term “capacity”
9.6b. Explain why it is important to assume that someone has capacity unless there is evidence that they do not
9.6c Explain what is meant by “consent”, and how it can change according to what decisions may need to be taken.
9.6d Describe situations where an assessment of capacity might need to be undertaken and the meaning and significance of “advance statements” regarding future care.

Standard 10: Safeguarding Adults

10.1a Explain the term safeguarding adults
10.1b Explain their own role and responsibilities in safeguarding individuals
10.1c List the main types of abuse
10.1d Describe what constitutes harm
10.1e Explain why an individual may be vulnerable to harm or abuse
10.1f Describe what constitutes restrictive practices
10.1g List the possible indicators of abuse
10.1h Describe the nature and scope of harm to and abuse of adults at risk
10.1i List a range of factors which have featured in adult abuse and neglect
10.1j Demonstrate the importance of ensuring individuals are treated with dignity and respect when providing health and care services
10.1k Describe where to get information and advice about their role and responsibilities in preventing and protecting individuals from harm and abuse
10.2a Describe how care environments can promote or undermine people's dignity and rights
10.2b Explain the importance of individualised, person centred care
10.2c Explain how to apply the basic principles of helping people to keep themselves safe
10.2d Explain the local arrangements for the implementation of multi-agency Safeguarding Adult’s policies and procedures
10.2e List ways in which the likelihood of abuse can be reduced by managing risk and focusing on prevention
10.2f Explain how a clear complaints procedure reduces the likelihood of abuse
10.3a Explain what to do if abuse of an adult is suspected; including how to raise concerns within local whistleblowing policy procedures
10.4a List relevant legislation, local and national policies and procedures which relate to safeguarding adults
10.4b Explain the importance of sharing information with the relevant agencies
10.4c Describe the actions to take if they experience barriers in alerting or referring to relevant agencies

Standard 11: Safeguarding Children

11.1 Explain what you must do if you suspect a child, young person (met in any circumstances) is being abused or neglected.

Standard 12: Basic Life Support

Standard 13: Health and Safety

13.1a Identify legislation relating to general health and safety in a health or social care work setting
13.1b Describe the main points of the health and safety policies and procedures agreed with the employer
13.1c Outline the main health and safety responsibilities of: self, the employer or manager, others in the work setting
13.1d List tasks relating to health and safety that should not be carried out without special training
13.1e Explain how to access additional support and information relating to health and safety
13.1f Describe different types of accidents and sudden illness that may occur in their own work setting
13.2a Explain why it is important to assess the health and safety risks posed by particular work settings, situations or activities
13.2b Describe how and when to report health and safety risks that they have identified
13.3a Identify key pieces of legislation that relate to moving and assisting
13.3b List tasks relating to moving and assisting that they are not allowed to carry out until they are competent
13.3c Demonstrate how to move and assist people and objects safely, maintaining the individual’s dignity, and in line with legislation and agreed ways of working
13.4a List the different types of accidents and sudden illness that may occur in the course of their work
13.4b Describe the procedures to be followed if an accident or sudden illness should occur
13.4c List the emergency first aid actions they are and are not allowed to carry out
13.5a Describe the agreed ways of working in relation to medication
13.5b Describe the agreed ways of working in relation to healthcare tasks
13.5c List the tasks relating to medication and health care procedures that they are not allowed to carry out until they are competent
13.6a Describe the hazardous substances in their workplace
13.6b Demonstrate safe practices for storing, using and disposing of hazardous substances
13.7a Explain how to prevent fires from starting or spreading
13.7b Describe what to do in the event of a fire
13.8a Describe the measures that are designed to protect their own security at work, and the security of those they support
13.8b Explain the agreed ways of working for checking the identity of anyone requesting access to premises or information
13.9a Recognise common signs and indicators of stress in themselves and others
13.9b Identify circumstances that tend to trigger stress in themselves and others
13.9c List ways to manage stress

Standard 14: Handling Information

14.1a Describe the agreed ways of working and legislation regarding the recording, storing and sharing of information
14.1b Explain why it is important to have secure systems for recording, storing and sharing information
14.1c Demonstrate how to keep records that are up to date, complete, accurate and legible
14.1d Explain how, and to whom, to report if they become aware that agreed ways of working have not been followed

Standard 15: Infection Prevention and Control

15.1a Describe the main ways an infection can get into the body
15.1b Demonstrate effective hand hygiene
15.1c Explain how their own health or hygiene might pose a risk to the individuals they support or work with
15.1d List common types of personal protective clothing, equipment and procedures and how and when to use them
15.1e Explain the principles of safe handling of infected or soiled linen and clinical waste

LEVEL 2 DIPLOMA IN CARE ANSWERS

Responsibilities of a Care Worker

1.1 Explain how a working relationship is different from a personal relationship
1.2 Describe different working relationships in care settings
2.1 Describe why it is important to adhere to the agreed scope of the job role
2.2 Access full and up-to-date details of agreed ways of working
2.3 Work in line with agreed ways of working
2.4 Contribute to quality assurance processes to promote positive experiences for individuals receiving care
3.1 Explain why it is important to work in partnership with others
3.2 Demonstrate ways of working that can help improve partnership working
3.3 Identify skills and approaches needed for resolving conflicts
3.4 Access support and advice about: partnership working, resolving conflicts

Personal Development

1.1 Describe the Duties & Responsibilities of Own Work Role
1.2 Identify standards, regulatory requirements and agreed ways of working that may influence your knowledge, understanding and skills to carry out your work role
1.3 Describe how to ensure that own personal values, attitudes or beliefs do not obstruct the quality of work and working practice
2.1 Explain why reflecting on work activities is an important way to develop knowledge, skills and practice
2.2 Assess how well own knowledge, skills and understanding meet standards
2.3 Demonstrate the ability to reflect on work activities
3.1 Identify sources of support and how they can be used for own learning and development
3.2 Describe the process for agreeing a personal development plan and who should be involved
3.3 Contribute and agree to own personal development plan
4.1 Describe how a learning activity has improved own knowledge, skills and understanding
4.2 Describe how reflecting on a situation has improved own knowledge, skills and understanding
4.3 Explain the importance of continuing professional development
4.4 Describe how feedback from others has developed own knowledge, skills and understanding
4.5 Demonstrate how to record progress in relation to personal development

Duty of Care

1.1 Define the term ‘duty of care’
1.2 Describe how duty of care relates to duty of candour
1.3 Describe how the duty of care affects own work role
2.1 Describe dilemmas that may arise between the duty of care and an individual’s rights
2.2 Explain where to get additional support and advice about how to resolve such dilemmas
3.1 Describe the process to follow when responding to complaints
3.2 Identify the main points of agreed procedures for handling complaints

Equality and Inclusion

1.1 Explain what is meant by: diversity, equality, inclusion, discrimination
1.2 Describe ways in which discrimination may deliberately or inadvertently occur in the work setting
1.3 Explain how practices that support equality and inclusion reduce the likelihood of discrimination
2.1 Identify which legislation and codes of practice relating to equality, diversity and discrimination apply to own role
2.2 Show interaction with individuals that respects their beliefs, culture, values and preferences
2.3 Describe how to challenge discrimination in a way that encourages change
3.1 Identify a range of sources of information, advice and support about diversity, equality and inclusion
3.2 Describe how to access information, advice and support about diversity, equality and inclusion
3.3 Identify when to access information, advice and support about diversity, equality and inclusion

Person-Centred Approaches

1.1 Define person centred values
1.2 Explain why it is important to work in a way that embeds person-centred values
1.3 Explain why risk taking can be part of a person-centred approach
1.4 Explain how using an individual's care plan contributes to working in a person-centred way
2.1 Find out the history, preferences, wishes and needs of the individual
2.2 Apply person-centred values in day to day work taking into account the history, preferences, wishes and needs of the individual
3.1 Explain the importance of establishing consent when providing care or support
3.2 Establish consent for an activity or action
3.3 Explain what steps to take if consent cannot be readily established
4.1 Describe how active participation benefits an individual
4.2 Identify possible barriers to active participation
4.3 Demonstrate ways to reduce the barriers and encourage active participation
5.1 Support an individual to make informed choices
5.2 Use agreed risk assessment processes to support the right to make choices
5.3 Explain why a worker’s personal views should not influence an individual’s choices
5.4 Describe how to support an individual to question or challenge decisions concerning them that are made by others
6.1 Explain how individual identity and self esteem are linked with well-being
6.2 Describe attitudes and approaches that are likely to promote an individual’s well-being
6.3 Support an individual in a way that promotes a sense of identity and self esteem
6.4 Demonstrate ways to contribute to an environment that promotes well-being
6.5 Recognise and respond to changes in physical and mental health
6.6 Explain the importance of good nutrition and hydration

Communication

Identify Different Reasons Why People Communicate
Explain How Effective Communication Affects All Aspects of Own Work
Explain why it is important to observe an individual’s reactions when communicating with them
Find out an individual’s communication and language needs, wishes and preferences and demonstrate communication methods that meet them
Show how and when to seek advice about communication
Identify barriers to communication and demonstrate how to reduce them in different ways
Demonstrate ways to check that communication has been understood
Identify sources of information, support and services to enable more effective communication
Explain the term ‘confidentiality’
Demonstrate confidentiality in day to day communication, in line with agreed ways of working
Describe situations where information normally considered to be confidential might need to be passed on
Explain how and when to seek advice about confidentiality

Safeguarding and Protection in Care Settings

1.1 Explain the term safeguarding
1.2 Explain own role and responsibilities in safeguarding individuals
1.3 Define the following terms: • Physical abuse • Domestic abuse • Sexual abuse • Emotional/psychological abuse • Financial/material abuse • Modern slavery • Discriminatory abuse • Institutional/organisational abuse • Self-neglect • Neglect by others
1.4 Describe harm
1.5 Describe restrictive practices
2.1 Identify the signs and/or symptoms associated with each of the following types of abuse: • Physical abuse • Domestic abuse • Sexual abuse • Emotional/psychological abuse • Financial/material abuse • Modern slavery • Discriminatory abuse • Institutional/organisational abuse • Self-neglect • Neglect by others
2.2 Describe factors that may contribute to an individual being more vulnerable to abuse
3.1 Explain the actions to take if there are suspicions that an individual is being abused
3.2 Explain the actions to take if an individual alleges that they are being abused
3.3 Identify ways to ensure that evidence of abuse is preserved
4.1 Identify relevant legislation, national policies and local systems that relate to safeguarding and protection from abuse
4.2 Explain the roles of different agencies in safeguarding and protecting individuals from abuse
4.3 Identify factors which have featured in reports into serious cases of abuse and neglect
4.4 Identify sources of information and advice about own role in safeguarding and protecting individuals from abuse, including whistle blowing
4.5 Identify when to seek support in situations beyond your experience and expertise
5.1 Explain how the likelihood of abuse may be reduced by: • working with person centred values • encouraging active participation • promoting choice and rights • supporting individuals with awareness of personal safety
5.2 Explain the importance of an accessible complaints procedure for reducing the likelihood of abuse
5.3 Outline how the likelihood of abuse can be reduced by managing risk and focusing on prevention
6.1 Describe unsafe practices that may affect the well-being of individuals
6.2 Explain the actions to take if unsafe practices have been identified
6.3 Describe the actions to take if suspected abuse or unsafe practices have been reported but nothing has been done in response
7.1 Describe the potential risks presented by: • the use of electronic communication devices • the use of the internet • the use of social networking sites • carrying out financial transactions online
7.2 Explain ways of reducing the risks presented by each of these types of activity
7.3 Explain the importance of balancing measures for online safety against the benefits to individuals of using electronic systems and devices

Health & Safety

1.1 Identify legislation relating to general health and safety in a care work setting
1.2 Outline the main points of the health and safety policies and procedures agreed with the employer
1.3 Outline the main health and safety responsibilities of: self, the employer or manager, others in the work setting
1.4 Identify tasks relating to health and safety that should not be carried out without special training
1.5 Explain how to access additional support and information relating to health and safety
2.1 Explain why it is important to assess health and safety risks posed by the work setting, situations or by particular activities
2.2 Explain how and when to report potential health and safety risks that have been identified
2.3 Explain how risk assessment can help address dilemmas between rights and health and safety concerns
3.1 Describe different types of accidents and sudden illnesses that may occur in own work setting
3.2 Outline the procedures to be followed if an accident or sudden illness should occur
4.1 Explain own roles and responsibilities as an employee and those of the employer in the prevention and control of infection
4.2 Explain the causes and spread of infection in care settings
4.3 Demonstrate the recommended method for hand washing settings
4.4 Demonstrate the use of Personal Protective Equipment (PPE) and when to use it
4.5 Demonstrate ways to ensure that own health and hygiene do not pose a risk to others at work
5.1 Identify legislation that relates to moving and handling
5.2 Explain principles for moving and handling equipment and other objects safely
5.3 Demonstrate how to move and handle equipment and objects safely
6.1 Describe hazardous substances and materials that may be found in the work setting
6.2 Explain safe practices for: storing hazardous substances, using hazardous substances, disposing of hazardous substances and materials
7.1 Describe practices that prevent fires from starting and spreading
7.2 Describe emergency procedures to be followed in the event of a fire in the work setting
7.3 Explain the importance of maintaining clear evacuation routes at all times
8.1 Use agreed ways of working for checking the identity of anyone requesting access to the premises or information
8.2 Implement measures to protect own security and the security of others in the work setting
8.3 Explain the importance of ensuring that others are aware of own whereabouts
9.1 Identify common signs and indicators of stress in self and others
9.2 Identify circumstances and factors that tend to trigger stress in self and others
9.3 Describe ways to manage stress and how to access sources of support

Handle Information

Identify the legislation that relates to the recording, storage and sharing of information in care settings
Explain why it is important to have secure systems for recording and storing information in a care setting
Describe how to access guidance, information and advice about handling information
Explain what actions to take when there are concerns over the recording, storing or sharing of information
Keep records that are up to date, complete, accurate and legible
Follow agreed ways of working for: recording information, storing information, sharing information

Optional Units

LEVEL 3 DIPLOMA IN ADULT CARE ANSWERS

Responsibilities of a Care Worker

1.1 Explain how a working relationship is different from a personal relationship
1.2 Describe different working relationships in care settings
2.1 Describe why it is important to adhere to the agreed scope of the job role
2.2 Access full and up-to-date details of agreed ways of working
2.3 Work in line with agreed ways of working
2.4 Contribute to quality assurance processes to promote positive experiences for individuals receiving care
3.1 Explain why it is important to work in partnership with others
3.2 Demonstrate ways of working that can help improve partnership working
Identify skills and approaches needed for resolving conflicts
3.4 Access support and advice about: partnership working, resolving conflicts

Promote Personal Development in Care Settings

1.1 Describe the duties and responsibilities of own work role
1.2 Explain expectations about own work role as expressed in relevant standards
1.3 Describe how to work effectively with others
2.1 Explain the importance of reflective practice in continuously improving the quality of service provided
2.2 Reflect on practice to improve the quality of the service provided
2.3 Describe how own values, belief systems and experiences may affect working practice
3.1 Evaluate own knowledge, performance and understanding against relevant standards
3.2 Use feedback to evaluate own performance and inform development
4.1 Identify sources of support for planning and reviewing own development
4.2 Work with others to review and prioritise own learning needs, professional interests and development opportunities
4.3 Work with others to agree own personal development plan
5.1 Evaluate how learning activities have affected practice
5.2 Explain how reflective practice has led to improved ways of working
5.3 Explain why continuing professional development is important
5.4 Record progress in relation to personal development

Duty of Care in Care Settings

1.1 Explain what it means to have a duty of care in own work role
1.2 Explain how duty of care relates to duty of candour
1.3 Explain how duty of care contributes to the safeguarding or protection of individuals
2.1 Describe conflicts or dilemmas that may arise between the duty of care and an individual’s rights
2.2 Describe how to manage risks associated with conflicts or dilemmas between an individual’s rights and the duty of care
2.3 Explain where to get additional support and advice about conflicts and dilemmas
3.1 Describe how to respond to complaints
3.2 Explain policies and procedures relating to the handling of complaints

Promote Equality and Inclusion in Care Settings

1.1 Explain what is meant by: diversity, equality, inclusion, discrimination
1.2 Describe the effects of discrimination
1.3 Explain how inclusive practice promotes equality and supports diversity
2.1 Explain how legislation, policy and codes of practice relating to equality, diversity and discrimination apply to own work role
2.2 Work with individuals in a way that respects their beliefs, culture, values and preferences
3.1 Model inclusive practice
3.2 Support others to promote equality and rights
3.3 Describe how to challenge discrimination in a way that promotes change

Promote Person-Centred Approaches in Care Settings

1.1 Explain how and why person-centred values must influence all aspects of health and adult care work
1.2 Evaluate the use of care plans in applying person-centred values
1.3 Explain how to collate and analyse feedback to support the delivery of person-centred care in line with roles and responsibilities
2.1 Work with an individual and others to find out the individual’s history, preferences, wishes and needs
2.2 Demonstrate ways to put person-centred values into practice in a complex or sensitive situation
2.3 Adapt actions and approaches in response to an individual’s changing needs or preferences
3.1 Analyse factors that influence the capacity of an individual to express consent
3.2 Establish consent for an activity or action
3.3 Explain what steps to take if consent cannot be readily established
4.1 Describe different ways of applying active participation to meet individual needs
4.2 Work with an individual and others to agree how active participation will be implemented
4.3 Demonstrate how active participation can address the holistic needs of an individual
4.4 Demonstrate ways to promote understanding and use of active participation
5.1 Support an individual to make informed choices
5.2 Use own role and authority to support the individual’s right to make choices
5.3 Manage risk in a way that maintains the individual’s right to make choices
5.4 Describe how to support an individual to question or challenge decisions concerning them that are made by others
6.1 Explain the links between identity, self-image and self esteem
6.2 Analyse factors that contribute to the well-being of individuals
6.3 Support an individual in a way that promotes their sense of identity, self-image and self-esteem
6.4 Demonstrate ways to contribute to an environment that promotes well-being
7.1 Compare different uses of risk assessment in care settings
7.2 Explain how risk-taking and risk assessment relate to rights and responsibilities
7.3 Explain why risk assessments need to be regularly revised

Promote Communication in Care Settings

1.1 Identify the different reasons people communicate
1.2 Explain how communication affects relationships in the work setting
1.3 Explain ways to manage challenging situations
2.1 Demonstrate how to establish the communication and language needs, wishes and preferences of individuals in order to maximise the quality of the interaction
2.2 Describe the factors to consider when promoting effective communication
2.3 Demonstrate a range of communication methods and styles to meet individual needs
2.4 Demonstrate how to respond to an individual’s reactions when communicating
3.1 Explain how people from different backgrounds may use and/or interpret communication methods in different ways
3.2 Identify barriers to effective communication
3.3 Demonstrate ways to overcome barriers to communication
3.4 Demonstrate how to use strategies that can be used to clarify misunderstandings
3.5 Explain how to use communication skills to manage complex, sensitive, abusive or challenging situations and behaviours
3.6 Explain how to access extra support or services to enable individuals to communicate effectively
3.7 Explain the purposes and principles of independent advocacy
3.8 Explain when to involve an advocate and how to access advocacy services
4.1 Explain the meaning of the term confidentiality
4.2 Demonstrate ways to maintain and promote confidentiality in day-to-day communication
4.3 Describe the potential tension between maintaining an individual’s confidentiality and disclosing concerns

Safeguarding and Protection in Care Settings

1.1 Explain the term safeguarding
1.2 Explain own role and responsibilities in safeguarding individuals
1.3 Define the following terms: • Physical abuse • Domestic abuse • Sexual abuse • Emotional/psychological abuse • Financial/material abuse • Modern slavery • Discriminatory abuse • Institutional/organisational abuse • Self-neglect • Neglect by others
1.4 Describe harm
1.5 Describe restrictive practices
2.1 Identify the signs and/or symptoms associated with each of the following types of abuse: • Physical abuse • Domestic abuse • Sexual abuse • Emotional/psychological abuse • Financial/material abuse • Modern slavery • Discriminatory abuse • Institutional/organisational abuse • Self-neglect • Neglect by others
2.2 Describe factors that may contribute to an individual being more vulnerable to abuse
3.1 Explain the actions to take if there are suspicions that an individual is being abused
3.2 Explain the actions to take if an individual alleges that they are being abused
3.3 Identify ways to ensure that evidence of abuse is preserved
4.1 Identify relevant legislation, national policies and local systems that relate to safeguarding and protection from abuse
4.2 Explain the roles of different agencies in safeguarding and protecting individuals from abuse
4.3 Identify factors which have featured in reports into serious cases of abuse and neglect
4.4 Identify sources of information and advice about own role in safeguarding and protecting individuals from abuse, including whistle blowing
4.5 Identify when to seek support in situations beyond your experience and expertise
5.1 Explain how the likelihood of abuse may be reduced by: • working with person centred values • encouraging active participation • promoting choice and rights • supporting individuals with awareness of personal safety
5.2 Explain the importance of an accessible complaints procedure for reducing the likelihood of abuse
5.3 Outline how the likelihood of abuse can be reduced by managing risk and focusing on prevention
6.1 Describe unsafe practices that may affect the well-being of individuals
6.2 Explain the actions to take if unsafe practices have been identified
6.3 Describe the actions to take if suspected abuse or unsafe practices have been reported but nothing has been done in response
7.1 Describe the potential risks presented by: • the use of electronic communication devices • the use of the internet • the use of social networking sites • carrying out financial transactions online
7.2 Explain ways of reducing the risks presented by each of these types of activity
7.3 Explain the importance of balancing measures for online safety against the benefits to individuals of using electronic systems and devices

Promote Effective Handling of Information in Care Settings

1.1 Identify legislation and codes of practice that relate to handling information in care settings.
1.2 Summarise the main points of legal requirements and codes of practice for handling information in care settings.
2.1 Describe features of manual and electronic information storage systems that help ensure security.
2.2 Demonstrate practices that ensure security when storing and accessing information.
2.3 Maintain records that are up-to-date, complete, accurate and legible.
2.4 Support audit processes in line with own role and responsibilities.
3.1 Support others to understand the need for secure handling of information.
3.2 Support others to understand and contribute to records.

Unit 306: Health & Safety

322: Promote positive behaviour

Unit 376: Sex & Sexuality (Learning Disability)

Optional Units

LEVEL 5 DIPLOMA IN LEADERSHIP ANSWERS

Use and develop systems that promote communication
Promote Professional Development
Champion Equality, Diversity & Inclusion
Develop health and safety and risk management policies procedures and practices in health and social care or children and young people’s settings
Work in partnership in health and social care or children and young people’s settings
Lead and manage a team within a health and social care or children and young people's setting
Develop professional supervision practice in health and social care or children and young people's settings
Manage health and social care practice to ensure positive outcomes for individuals
Safeguarding and protection of vulnerable adults
Understand safeguarding of children and young people (for those working in the adult sector)
Lead person-centred practice
Assess the individual in a health and social care setting
Undertake a research project within services for health and social care or children and young people
Optional units

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